Study in a Horsebox Issue 228 Winter 2005 2 SESAME 228 Winter 2005 %XVLQHVVRSSRUWXQLW\
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Spring 2015 Chairman’S Introduction Wayautumn 2013 to Continue to the Sea from the Estate and We Will Welcome to the Spring Issue Keep Exploring a Solution
The The ESK EVALLEYSK VALLEY TRUST NEWS TRUST NEWS Spring 2015 Chairman’s Introduction WayAutumn 2013 to continue to the sea from the estate and we will Welcome to the Spring issue keep exploring a solution. of the Newsletter! Alison Chisholm (Lothians and Fyfe Green Network Partnership) is completing the next walking leaflet of First, we would like to thank those the North Esk Way between Lasswade and Eskbank, who responded to our questionnaire also including the location of bus stops and other Chairman’s about Introductionthe aspirations and activities of linking roads and paths. These maps are designed to be the Trust in the next decade. You will downloaded or accessed in the field. There are links to see in another item by John Oldham points of interest developed in full on the EVT website. Welcome to the Autumn newsletter of 2013! Our remit to care for the Esk valleys has meant that how we are focussing our priorities on completing and In this particular leaflet we show a diversion to avoid the promoting the Esk Ways, enhancing awareness of the we have been busy this last summer as a series of developments affectdisputed Melville High Drive section us. of the North Esk valleys to local communities, linking with other local Way. The diversion has the merit of including access to groups, and caring for Hewan Wood for the benefit of the café of the Kingsacre Golf Club. all. At• all timesWe have stressed the importance of the valleys as corridors of natural environment in our we welcome new ideas (and members!) via the websiteresponse to the Midlothian Plan, all the more urgent in view of the pressures on the Green or email to Victoria Bullock at: We are indebted to Roger Kelly for his talk on 11th [email protected] November, 2014 entitled The Lost Garden of Penicuik. -
Fighting Economic Crime - a Shared Responsibility!
THIRTY-SEVENTH INTERNATIONAL SYMPOSIUM ON ECONOMIC CRIME SUNDAY 1st SEPTEMBER - SUNDAY 8th SEPTEMBER 2019 JESUS COLLEGE, UNIVERSITY OF CAMBRIDGE Fighting economic crime - a shared responsibility! Centre of Development Studies The 37th Cambridge International Symposium on Economic Crime Fighting economic crime- a shared responsibility! The thirty-seventh international symposium on economic crime brings together, from across the globe, a unique level and depth of expertise to address one of the biggest threats facing the stability and development of all our economies. The overarching theme for the symposium is how we can better and more effectively work together in preventing, managing and combating the threat posed by economically motivated crime and abuse. The programme underlines that this is not just the responsibility of the authorities, but us all. These important and timely issues are considered in a practical, applied and relevant manner, by those who have real experience whether in law enforcement, regulation, compliance or simply protecting their own or another’s business. The symposium, albeit held in one of the world’s leading universities, is not a talking shop for those with vested interests or for that matter an academic gathering. We strive to offer a rich and deep analysis of the real issues and in particular threats to our institutions and economies presented by economic crime and abuse. Well over 700 experts from around the world will share their experience and knowledge with other participants drawn from policy makers, law enforcement, compliance, regulation, business and the professions. The programme is drawn up with the support of a number of agencies and organisations across the globe and the Organising Institutions and principal sponsors greatly value this international commitment. -
Annual Report 2007–8
School of Advanced Study University of London annual report 2007–8 www.sas.ac.uk he School of Advanced Study unites the Tinternationally-known research institutes in the humanities and social sciences at the centre of the University of London, maintaining and developing their resources for the benefit of the national and international scholarly community. Founded in 1994, the School has worked to develop intellectual links between its Institutes and the diverse constituencies that they represent, to foster the model of advanced study that they stand for, and to provide a focus for scholars from the widest possible backgrounds within the disciplines that it covers. Through its many activities, the unrivalled libraries of its Institutes, its electronic research resources, its Fellowship programmes, and the scholarly expertise of its members, it aims to provide an environment for the support, evaluation and pursuit of research which is accessible to postgraduate and senior members of all Higher Education institutions in the United Kingdom and abroad. Cover image: Photograph by Oliver Blaiklock, winning entry in the 2008 University of London photography competition. Copyright University of London. Unless otherwise stated, all other images are also copyright of the University of London Contents I SCHOOL ACTIVITIES I SCHOOL I SCHOOL ACTIVITIES Dean’s Foreword.................................................................................................................................. 4 Governance .......................................................................................................................................... -
Response Rate Was 81.98%; Very Good, and Near the Record of 85.4% (Section 3);
SLS/BIALL Academic Law Library Survey 2013/2014 David Gee Deputy Librarian Institute of Advanced Legal Studies, School of Advanced Study, University of London By-line This is the latest report analysing the results of the Society of Legal Scholars and BIALL Survey. It has been written by David Gee, Deputy Librarian at the Institute of Advanced Legal Studies, School of Advanced Study, University of London Summary of key findings The response rate was 81.98%; very good, and near the record of 85.4% (section 3); There was a marked increase again in new universities enrolling PhD and MPhil students (section 5); 22% of respondents failed to meet the SLS Statement of Standards 3.1 on space and physical facilities, through not housing all relevant collections in one place (section 6); The ratio of students to seats continued to worsen to its least favourable since statistics were first collected in the 1990s, with a median of 6.42 students to every seat in study areas by the law collection and a mean of 9.07 students per seat. Some respondents noted the difficulty of accurately identifying such seating where the law collection is just one of many collections or activity areas on a particular floor of the library building (section 7); On the other hand, the ratio of students to PC workstations located adjacent to the law collections and in the law school has improved, although some respondents noted difficulties when trying to identify accurately the number of PC workstations earmarked specifically for the use of law students (section 8); WiFi access was almost universally available within libraries in general, but less frequently available in the law collection itself (section 8); 24% of respondents reported an increase in the number of visits to the law library; 64% said numbers were constant and 12% reported a fall (section 9); The results for term-time weekday opening indicate that there has been a significant increase in the number of libraries open for longer and a marked increase in the number of libraries opening for more than 100 hours per week. -
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314 Amicus Curiae, Series 2, Vol 2, No 3, 314-333 BLACKSTONE’S TOWER IN CONTEXT FIONA COWNIE School of Law, Keele University, & Institute of Advanced Legal Studies, School of Advanced Study, London University EMMA JONES School of Law, University of Sheffield Abstract This article contextualizes the contribution of Blackstone’s Tower within the discipline of law, arguing that its publication was both significant and radical at a time when research into legal education was much less well-developed within the legal academy than it is today. Twining’s approach, acting as a ‘tour guide’, was also important in a period when the ‘private life’ of the English university law school was virtually unexamined. This article also highlights the ways in which the other contributions to this special edition demonstrate the continuities and changes that have occurred within legal education since Blackstone’s Tower was published. Keywords: legal education. law schools; legal scholarship; legal research; William Twining. [A] THE CONTEMPORARY CONTEXT hen William Twining delivered the Hamlyn Lectures in 1994, Wunder the title ‘Blackstone’s Tower: the English Law School’, it was an event which not only reflected his own eminence as a scholar, but one which held considerable significance for the sub-discipline of legal education. The prestigious Hamlyn lectures, of which Professor Twining’s was the 46th series, were established in 1948 to fulfil the terms of the Hamlyn Trust, created by Miss Emma Hamlyn in memory of her father, a solicitor in Torquay. Essentially, the objectives of the Trust are to further the knowledge of the general public about the law of the UK and other European countries. -
Quality Assurance Framework Postgraduate Teaching
School of Advanced Study University of London Senate House Malet Street London WC1E 7HU This booklet can be made available in a range of formats. Please contact registry for further information. Quality Assurance Framework for Postgraduate Teaching with effect from October 2018 sas.ac.uk sas.ac.uk QUALITY ASSURANCE FRAMEWORK 2018–19 The Quality Assurance Agency’s mission is to safeguard standards and improve the quality of UK higher education. Its kitemark assures students that the School of Advanced Study, University of London has undergone a review and achieved a successful result through an independent quality assurance process. Quality Assurance Framework 2018–19: Contents CONTENTS STUDENT CHARTER .......................................................................................................................... 4 SECTION 1. Academic Standards and Quality Assurance ............................................................................ 6 2. Exercise of responsibility in the School ..................................................................................... 7 The Board Academic Quality and Standards Committee Higher Degrees Committee Research Degrees Committee The Dean 3. Provision of information and admission of Students .................................................................. 9 4. Quality Assurance Procedures: Postgraduate Taught Degrees ............................................... 11 Institute Higher Degrees Committees Boards of Examiners Board of Examiners for Distance Learning programmes External -
RED Letter the Newsletter of the Reading Experience Database
RED Letter The Newsletter of the Reading Experience Database SPRING 2007 Edited by Rosalind Crone and Katie Halsey The last few months have been busy ones at the RED nerve centre in the IT department at the Open University. Earlier this year, we were joined by three new members of the RED team: two Research Associates, Jenny McAuley and Sarah Johnson, and a data input assistant, Isabel DiVanna, who are all doing excellent work finding and entering reading experiences. Thanks to David Wong, our technical developer, our new online form is up and running, and getting lots of use, and an experimental version of our search functions has been built. We are grateful to all of you who have been using the online form to enter reading experiences, and thanks also for your feedback on it. Our trial online launch is now also complete, and we are indebted to all those who took the time to try out our search functions and complete our user feedback form. Feedback was in general positive and enthusiastic, and we will make every effort to act on your suggestions for improvements to our current version when it goes fully live in June this year. But the Reading Experience Database is not, and never will be, only about technology. It is, of course, also about the people whose enthusiasm for the project makes it possible. At the heart of the project is the individual reading experience, and we are, as always, extremely grateful to all our volunteers who have been busily entering a wide range of fascinating material, from the reading experiences of heavyweight Victorians such as John Ruskin, Thomas Carlyle and Charles Dickens to descriptions of the reading of more humble cobblers, butchers and printers. -
Student Terms and Conditions 2019–2020
School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Student terms and conditions 2019–2020 sas.ac.uk School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Table of Contents Important information regarding the Terms and Conditions 3 1 INTRODUCTION 3 2 APPLICATION 6 3 EVIDENCE OF QUALIFICATIONS 6 4 OFFERS 6 5 CHANGES TO AN OFFER 7 6 ACCEPTANCE OF AN OFFER 7 7 CHANGES TO THE PROGRAMME 7 8 STUDYING ON THE PROGRAMME 8 9 FEE PAYMENT AND PAYMENT METHODS 8 10 TUITION FEES 9 11 STUDENT WITHDRAWAL OR INTERRUPTION OF STUDIES 9 12 PAYMENT OF FEES BY A THIRD PARTY 9 13 NON-PAYMENT OF FEES 9 14 LIABILITY 10 15 YOUR RIGHT TO CANCEL 10 16 COMPLAINTS PROCEDURES 11 17 DISCIPLINARY OFFENCES 12 18 INTELLECTUAL PROPERTY 12 19 DATA PROTECTION 12 20 GENERAL 12 School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) IMPORTANT INFORMATION REGARDING THE TERMS AND CONDITIONS About this document Last revised 13 June 2019 The study of programmes through other Central Academic bodies of the University of London or at member institutions of the federal University of London are governed by separate Student Terms and Conditions. (Other Central Academic Bodies of the University of London are University of London Worldwide and the University of London Institute in Paris). See the individual websites for further information. 1 INTRODUCTION 1.1 These terms and conditions (“Terms and Conditions”) represent an agreement between the University (“us”, “we” or “our”) and you (“you” or “your”) for this Academic Year. -
Policy Implications of the Atlas Project
CONTACT Project Coordinator: Project Management Communication: J Murray Roberts Team: Annette Wilson [email protected] [email protected] [email protected] @eu_ ATLAS @EuATLAS ATLAS-Deep Discoveries EU_ ATLAS POLICY IMPLICATIONS OF THE ATLAS PROJECT OCTOBER 2020 Designed by AquaTT Designed by This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 678760 (ATLAS). This output reflects only the author’s view and the European Union WWW.EU-ATLAS.ORG cannot be held responsible for any use that may be made of the information contained therein. © Ifremer POLICY IMPLICATIONS OF THE ATLAS PROJECT POLICY IMPLICATIONS OF THE ATLAS PROJECT PREFACE This document is a synthesis of the ATLAS report on “Policy implications on the governance This high-level summary brings together the key policy-relevant results of the four- regime for the North Atlantic and articulation with global and regional instruments resulting year, European Union Horizon 2020 ATLAS Project: A trans-Atlantic assessment and from changing deep-sea dynamics”, ATLAS Deliverable 7.8: DOI: 10.5281/zenodo.4064242 deep-sea ecosystem-based spatial management plan for Europe (May 2016 – October Lead Authors: Phillip J. Turner, David E. Johnson, J. Murray Roberts 2020). The importance of these results to decision makers as well as their relevance Contributing Authors: Claire Armstrong; Sophie Arnaud-Haond; Bich Xuân Bui; Jens Carlsson; to established policy objectives and on-going policy discussions is highlighted, with Marina Carreiro-Silva; Hermione Cockburn; Stuart Cunningham; Pablo Durán Muñoz; Julia discussion focusing on five main themes: Eighteen; Alan Fox; Ana García-Alegre; Matthew Gianni; Ronnie Glud; Anthony Grehan; Lea- Anne Henry; Clare Johnson; Georgios Kazanidis; Ellen Kenchington; Godwin Kofi Vondolia; 1. -
The English Law School London: Sweet & Maxwell
Amicus Curiae The Journal of the Society for Advanced Legal Studies Inside ... Special issue: ‘Reflecting on Blackstone’s Tower’ Introduction Read more on pag e 311 Articles Read more on pag e 314 Notes Read more on pag e 501 News and Events Read more on pag e 523 Contributors’ Profiles Read more on pag e 526 Visual Law Read more on pag e 531 Series 2, Vol 2, No 3 310 Amicus Curiae CONTENTS Special Issue: ‘Reflecting on Blackstone’s Tower’ Guest Editors: Fiona Cownie & Emma Jones Editor’s Introduction Notes Michael -Palmer . 311 The Independent Panel’s Report on Special Issue Articles Judicial Review (CP 407) and the Government’s Consultation Document Blackstone’s Tower in Context on Judicial Review Reform (CP 408) Fiona-Cownie & Emma-Jones Patrick -J- Birkinshaw . 501 . 314 University of London Refugee Law Twining’s Tower and the Challenges of Clinic Online Launch Making Law a Humanistic Discipline Carl -Stychin . 521 David-Sugarman .. 334 The Tower News and Events Completion of IALS Anthony-Bradney . 352 Transformation Project . 523 Rutland Revisited: Reflections on Georg Schwarzenberger Prize . the Relationships between the Legal 524 Academy and the Legal Profession IALS Library . 524 Steven-Vaughan . 371 Selected Upcoming Events . 524 Experiencing English Law Schools: Contributors’ Profiles . 526 The Student Perspective Visual Law Jessica-Guth, Fiona-Cownie China’s Three Internet Courts & Emma-Jones . .. 390 Yang-Lin . 531 Building Access Routes into Blackstone’s Tower: Including Disability Perspectives in the Liberal Law School Amicus Curiae Contacts Abigail-Pearson .. 406 Editor: Professor Michael Palmer, SOAS and IALS, University of Should We Rethink the Purposes of London the Law School? A Case for Decolonial Thought in Legal Pedagogy Production Editor: Marie Selwood Foluke-Adebisi . -
Hermione Cockburn on Coast
sesame The Open University Reaching the OU community worldwide Summer 2007 Issue 234 Hermione Cockburn on Coast + Win a luxury ballooning holiday! 0CA7<3AA=>>=@BC<7BG comment CONTENTS News round-up Pages 4 - 7 New horizons Page 8 8]W\O An update on the OU’s Virtual Learning Environment Feedback on eTMAs Page 9 Amanda Ryan reports back Hot under Letters Pages 10 - 11 U`]eW\U sesame investigates Pages 12 - 13 In this issue, we focus on plagiarism the collar Course results 2006 Pages 14 - 16 Find out course results from last year Q&A: Getting behind in your studies Page 17 W\Rcab`g All your questions answered Meet the parents Pages 18 - 19 How do OU students juggle studying with children? 7aWbbW[Sb]`SbVW\Yg]c`Tcbc`S- No stopping her! Page 21 We interview Hermione Cockburn 2]g]ceO\bb]VOdSO`SeO`RW\U Playing a pivotal role Pages 22 - 23 QO`SS`OaeSZZOabVS^]bS\bWOZb] All about tutors SO`\O\SfQSZZS\bW\Q][S- Puttnam in the frame Pages 24 - 25 The new OU Chancellor talks to sesame /`Sg]cZ]]YW\UT]`O\SeO\R Courses Pages 27 - 28 The latest OU course developments SfQWbW\UQVOZZS\USbVObUWdSa Win a 10k ballooning holiday Page 29 g]cOPSbbS`_cOZWbg]TZWTS- Plus a free place on new sports course Careers Page 30 BVS\Z]]Y\]Tc`bVS` Company profile on KPMG and news The future of work Page 33 Charles Handy on the future of work Get digging Page 35 HINGS are certainly heating up in the sesame offices and 0SQ][SO:WUVbS`:WTS1]c\aSZZ]` Archaeological attractions for the whole family it’s not just the summer temperatures! It seems the launch of our investigative series in the last issue really hit home. -
Education and Skills Committee BACKGROUND BRIEFING STEM In
Education and Skills Committee BACKGROUND BRIEFING STEM in the early years Wednesday 2 October 2019 INTRODUCTION This is a background briefing to inform the inquiry into Science, Technology, Engineering and Mathematics (STEM) in early years learning environments. It accompanies the themes paper for the first week of the inquiry into STEM in the early years. It is provided to offer broader context to inform the inquiry. It starts by looking at the consultation on the STEM strategy, the strategy itself and the report on progress provided with the first annual report. It then briefly considers the STEMEC report which played a part in informing the focus of the STEM strategy. Finally, it provides reference to the activity on STEM education that has been taking place since the strategy was published. It ends by setting out the main qualification requirements for entry to a career as an early learning practitioner or early years / primary teacher. CONSULTATION ON A STEM STRATEGY FOR SCOTLAND The Scottish Government in its consultation to develop the STEM strategy that was published in 2017 (discussed below) noted that “science, technology, engineering and mathematics education and training seeks not only to develop expertise and capability in each individual field, but also to develop the ability to work across disciplines and generate new knowledge, ideas and products through inter- disciplinary learning”. It notes the importance of each component as follows: • Science enables us to develop our interest in, and understanding of, the living, material and physical world and develop the skills of collaboration, research, critical enquiry and experimentation. • Technologies cover a range of fields which involve the application of knowledge and skills to extend human capabilities and to help satisfy human needs and wants, operating at the interface of science and society.